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Assessment Criteria |
Distinguished |
Proficient |
Basic |
Unsatisfactory |
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Reflective Artifact 1: Outline of Calculus Presentation with Reflection |
Presents complete, comprehensive outline of calculus presentation and a reflection.
Student writes in a personal tone that is reflective of independent and original thought.
Reflects on his or her own abilities, struggles/limitations, experiences, and goals as a learner and teacher of mathematics by including concrete examples from the preparation and delivery of the calculus presentation.
Displays evidence of substantial mathematical understanding.
Provides thoughtful response to the faculty’s evaluation of the presentation.
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Presents a somewhat comprehensive outline of calculus presentation and a reflection.
Student writes in a personal tone that is somewhat reflective of independent and original thought.
Reflects on his or her own abilities, struggles/limitations, experiences, and/or goals as a learner or teacher of mathematics but lacks in detail or does not provide concrete examples from the preparation and delivery of the calculus presentation.
Displays evidence of developing mathematical understanding.
Provides somewhat thoughtful response to the faculty’s evaluation of the presentation. |
Presents brief outline of calculus presentation and a reflection.
Student writing lacks independent or original thought or expression of a personal tone, or is significantly less than 300 words.
Does not adequately reflect on his or her own abilities, struggles/limitations, experiences, or goals as a learner or teacher of mathematics.
Displays evidence of some mathematical understanding.
Provides no response or inadequate response to the faculty’s evaluation of the presentation.
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Does not present both the outline from the calculus presentation and the reflection.
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Rationale for Reflective Artifact 1: Outline of Calculus Presentation with Reflection |
Rationale represents INTASC Principle #1 and is convincing to the reviewer.
Rationale is presented so that there is a clear connection to the knowledge, dispositions, or performance indicators of INTASC Principle #1.
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Rationale represents INTASC Principle #1 and is somewhat convincing to the reviewer.
Rationale is presented so that there is a general connection to the knowledge, dispositions, or performance indicators INTASC Principle #1.
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Rationale is included but connection to INTASC Principle #1 is unclear or not convincing to the reviewer.
Rationale is presented so that there is a minimal connection to the knowledge, dispositions, or performance indicators of INTASC Principle #1.
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No rationale is included or rationale is presented so that there is not a connection to the knowledge, dispositions, or performance indicators of INTASC Principle #1. |
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Reflective Artifact 2: List of Mathematics Courses Taken with Reflection |
Student provides a list of the mathematics courses taken so far.
Student writes in a personal tone that is reflective of independent and original thought.
Reflects on his or her own abilities, struggles/limitations, experiences, and goals as a learner and teacher of mathematics by including concrete examples from mathematics courses taken so far.
Reflection focuses on important themes across the courses.
Displays evidence of substantial mathematical understanding.
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Student provides a list of the mathematics courses taken so far.
Student writes in a personal tone that is somewhat reflective of independent and original thought.
Reflects on his or her own abilities, struggles/limitations, experiences, and/or goals as a learner or teacher of mathematics but lacks in detail or does not provide concrete examples from mathematics courses taken so far.
Reflection focuses on recognizable themes across the courses.
Displays evidence of developing mathematical understanding.
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Student provides a list of the mathematics courses taken so far.
Student writing lacks independent or original thought or expression of a personal tone, or is significantly less than 300 words.
Does not adequately reflect on his or her own abilities, struggles/limitations, experiences, or goals as a learner or teacher of mathematics.
Reflection does not focus on recognizable themes across the courses.
Displays evidence of some mathematical understanding.
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Does not present both the list of mathematics courses taken and the reflection. |
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Rationale for Reflective Artifact 2: List of Mathematics Courses Taken with Reflection |
Rationale represents INTASC Principle #1 and is convincing to the reviewer.
Rationale is presented so that there is a clear connection to the knowledge, dispositions, or performance indicators of INTASC Principle #1.
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Rationale represents INTASC Principle #1 and is somewhat convincing to the reviewer.
Rationale is presented so that there is a general connection to the knowledge, dispositions, or performance indicators INTASC Principle #1.
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Rationale is included but connection to INTASC Principle #1 is unclear or not convincing to the reviewer.
Rationale is presented so that there is a minimal connection to the knowledge, dispositions, or performance indicators of INTASC Principle #1.
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No rationale is included or rationale is presented so that there is not a connection to the knowledge, dispositions, or performance indicators of INTASC Principle #1. |
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Assessment Criteria |
Distinguished |
Proficient |
Basic |
Unsatisfactory |
|
Design |
Attentive to the following design components in the digital environment:
• Font and background • Color • Images displayed • Layout consistent • Functional links • Type easy to read • Expresses creativity and/or individuality in work • Designed for easy use (access and navigation) |
Attentive to some but not all of the design components in the digital environment. |
Displays a minimal understanding of design components in the digital environment. |
Not attentive to design components. |
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Makes use of digital environment |
Uses hypertext to organize portfolio content.
Successfully publishes portfolio to digital student folder on the university FrontPage server. |
Utilizes hypertext, but hypertext does not aid in the organization and presentation of the portfolio content.
Successfully publishes portfolio to digital student folder on the university FrontPage server. |
Utilizes hypertext, but does not show a clear understanding of the opportunities that exist for connecting portfolio components in the digital environment.
Successfully publishes portfolio to digital student folder on the university FrontPage server. |
Does not utilize hypertext to organize portfolio.
Does not publish portfolio to digital student folder on the university FrontPage server. |
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Mechanics |
Spelling, grammar, sentence structure, punctuation, and capitalization are used for elegant expression. |
Spelling, grammar, sentence structure, punctuation, and capitalization are correct or presented with minor errors that do not detract from the overall presentation.
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Spelling, grammar, sentence structure, punctuation, and capitalization errors detract from the overall presentation. |
Unacceptable use of spelling, grammar, sentence structure, punctuation, and capitalization. |